Ontario College of Teachers - Ordre des enseignantes et des enseignants de l'Ontario
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Accreditation Resource Guide
Ontario
College of
Teachers
Ordre des
enseignantes et
des enseignants
de l’OntarioMessage from the Registrar
I am pleased to present the Accreditation Resource The contents have been informed by a variety
Guide, which has been developed to support of sources, originating with early Ministry of
an understanding of new elements in Ontario’s Education consultations on the content of the
enhanced teacher education programs. enhanced program.
This document reflects input from a variety of Ministry of Education staff and Ontario teacher
groups from Ontario education stakeholders. education program providers have been central
collaborators on this document. Dr. Deborah Berrill
It is a companion to the College’s Regulation 347/02, provided expert guidance and direction and assured
Accreditation of Teacher Education Programs, which the input of providers. I am grateful to all those who
sets out the new requirements that Ontario programs have contributed to this document.
must satisfy in order to prepare new teachers.
Michael Salvatori, OCT
Chief Executive Officer and Registrar
Ontario College of Teachers
ACCREDITATION RESOURCE GUIDE 2Accreditation Resource Guide
About this Guide
This guide is designed for the use of accreditation panels who will be seeking evidence of sufficiency
and currency with the required core content outlined in the regulation, and by programs undergoing
accreditation. While it has been organized in sections that align with the areas of core content in
regulation, it should be read as a whole recognizing there are cross-references to many elements.
Enhanced Teacher Education
The guide is a companion to requirements set out in Regulation 347/02, Accreditation of Teacher
Education Programs. The purpose of the guide is to clarify the intent, through additional information
and examples, of the core content that should be included in the enhanced teacher education program.
Content of the guide reflects advice received as part of consultations about the enhanced program by
groups from across the education sector. These consultations took place across 2012, and informed
the design and content of the program as it now appears in regulation. This guide includes additional
detail provided in the consultations, as well as further clarification to assist providers in preparing for
program accreditation by the College.
Intention of the Guide
The guide is predicated on the principle that students of programs of professional education and
teachers need a strong body of foundational professional knowledge that is evidence based and
practice informed in order to begin to develop professional judgement and skills in pedagogical
decision-making. The guide presumes that all teachers view themselves as learners and understand that
the student/learner must be the centre of their work in teaching and learning. The concept that teachers
are life-long learners who are beginning the continuum of professional learning underpins the guide.
The guide expects that all teachers hold a growth mindset and work from an asset-based approach for
their students and themselves. It is intended to be comprehensive regarding areas of knowledge and
skills for teachers beginning their careers with recognition that these areas will continue to deepen and
grow throughout their careers.
Integration of Practice and Theory
There is also an intention that all aspects of knowledge and skill will be connected to and reflected
in both course work and the practicum. In each case within the guide, the notion is that theory and
practice must be strongly linked. It is recognized by those who study initial teacher education that
“when teaching experience is strongly linked to course work, teachers are more able to enact what
they are learning in practice” (Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D.,
Cochrane-Smith, M., McDonald, M., & Zeichner, K., 2005, p. 375).
Strong evidence exists that “teachers must i) have a deep foundation of factual and theoretical
knowledge, ii) understand these facts and ideas in a conceptual framework and iii) organize knowledge
in ways that facilitate action” (Hammerness et al, 2005, p. 366). The intention of the inclusion of
required core content, a longer minimum practicum, and the guide is to facilitate this deep connection
between theoretical and evidence-based knowledge and teaching practice.
The provision of core content is intended to encourage coherence and provide a framework to be
used by accreditation panels but also by program leaders, teacher candidates and instructors to think
explicitly about their learning and teaching. The guide assists in outlining program areas that facilitate
development of a teaching identity, including but not limited to developing a critical and reflective
inquiry habit of mind that is grounded in research and evidence-based practice and understanding of
the significance of perseverance and self-assessment in the development of teaching excellence. It is
ACCREDITATION RESOURCE GUIDE 3intended that the candidates develop a sense of their own capacities to make informed pedagogical decisions with the goal of success for all students based on knowledge of the learner, context, curriculum, and assessment. Sections of the Guide The Guide corresponds to the core content areas listed in Schedule 1 of Regulation 347/02, Accreditation of Teacher Education Programs. Note that overlap might occur, given the interrelated nature of the concepts. Sources of Evidence The Guide includes sections that describe the following: Each element of Schedule 1, Regulation 347/02; the intention of the Regulation with regard to that element; knowledge and skills that initial teacher education programs will enable students to acquire with regard to each element; and a variety of examples that are possible ways the program might provide the opportunity to acquire the knowledge and skills related to the element. Sources of evidence for demonstrating that a program has provided opportunities for students to acquire knowledge and skills related to the elements include, but are not limited to, the following: Course outlines; Course materials; Use of case studies; Use of simulations; Assignments; Reflections; Lesson and unit plans; (e) Portfolio entries; Practicum reflections; Guest speakers and performers; Experiential learning opportunities; Presence of materials in institutional locations; Modeling by faculty; Interviews with students. 4 ONTARIO COLLEGE OF TEACHERS
Contents
Ontario Curriculum — 6
Use of Educational Research and Data Analysis — 8
Inquiry-Based Research, Data and Assessment to Address Student Learning — 9
Use of Technology as a Teaching and Learning Tool — 10
Theories of Learning and Teaching and Differentiated Instruction — 11
Classroom Management and Organization — 12
Child and Adolescent Development and Student Transitions — 14
Student Observation, Assessment and Evaluation — 16
Supporting English Language Learners — 17
Supporting French Language Learners — 19
Pedagogy, Assessment and Evaluation for Specific Curriculum Areas — 20
Special Education — 22
Mental Health, Addictions and Well-Being — 24
Education Law and Standards of Practice — 25
Professional Relationships with Colleagues — 26
Knowledge of the Ontario Context — 27
First Nation, Métis and Inuit Perspectives, Cultures, Histories and Ways of Knowing — 28
Politique d’aménagement linguistique (PAL) de l’Ontario — 30
Safe and Accepting Schools / Creation of a Positive School Climate — 31
Parent Engagement and Communication — 33
Practicum — 34
ACCREDITATION RESOURCE GUIDE 5Ontario Curriculum
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education provides a student of a program of professional education with knowledge and
understanding of the current Ontario curriculum and provincial policy documents that are relevant
to the student’s area of study and curriculum, including planning and design, special education, equity
and diversity, and learning assessment and evaluation (Regulation 347/02, Schedule 1, Curriculum
Knowledge).
The inclusion of the Ontario curriculum is intended to ensure that students of programs of professional
education have opportunities to engage thoroughly with the curriculum policy documents, in order to
understand the purposes of each component (achievement chart, curriculum expectations and front
matter, for example) and to be able to use the documents effectively when planning units and learning
experiences for classes and individual students. Students of the program would be familiar with the
rationale and components of the documents as well as any subject-specific skills or processes, such as
problem-solving or inquiry. It is not intended to introduce them to curriculum writing but rather to the
use of curriculum policy documents to guide their design of units, lessons, assessments, assignments and
learning activities.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• The structure and purposes of the current Ontario curriculum and provincial policy documents,
including those related to students with special needs, and their use in planning instruction and
assessment
• The explicit use of front matter, professional terminology, and practices in program planning,
assessing and communicating about student work
• The embedded and infused elements of the curriculum policy documents, frameworks, strategies
including environmental education, safe schools, equity and inclusive education, character
development, critical thinking, mental health, financial literacy and critical literacy education
• Specific curricular knowledge included in the subject area — for example, citizenship education in
social studies, history and geography curricula, patterning in mathematics
• Use of students’ backgrounds, experiences and knowledge and connecting them to curriculum in
culturally relevant and responsive ways
• The ways in which curricula can be effectively integrated to meet expectations across subjects and
support student learning and achievement.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
and skills related to this element, some of which may include examples similar to the following:
• Course materials articulating explicit use of curriculum guideline terminology (for example, strands,
overall and specific expectations, and achievement chart)
• Explicit reference in course outlines to and use of Ministry support documents, such as Growing
Success and Learning for All
6 ONTARIO COLLEGE OF TEACHERS• Unit plans that reflect evidence of learning goals, success criteria, feedback mechanisms, and
instructional practices based on student strengths, interests and needs
• Lesson and unit plans that reflect different kinds of demonstrations of learning, for example,
e-products, performances, community-based investigations
• Practicum reflections on the effectiveness of strategies to incorporate literacy and numeracy in
subject area teaching
• Course outlines that reflect mathematics and literacy as foundational for student learning
• Modeling by instructors of current teaching, learning and assessment methods
• Modeling by instructors of ways to collect and organize data for instructional purposes
• Modeling of ways to use technologies to engage students and support learning of subject area skills
and knowledge
• Modeling of ways to incorporate First Nation, Métis and Inuit resources and perspectives in relation
to the subject area.
ACCREDITATION RESOURCE GUIDE 7Use of Educational Research and Data Analysis
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education provides a student of a program of professional education with knowledge and
understanding of how to use educational research and data analysis (Regulation 347/02, Schedule 1,
Pedagogical and Instructional Strategies Knowledge).
The regulation also requires that the program prepares the student to use current research in teaching
and learning (Regulation 347/02, Schedule 1, Curriculum Knowledge).
The inclusion of content regarding use of educational research and data analysis is intended to
highlight for candidates of a program of professional education that, in addition to drawing data from
their students, they utilize existing research literature and data (Education Quality and Accountability
Office (EQAO) results or results from use of diagnostic tools, for example) to determine practices
and next steps in order to facilitate student learning. This inclusion underscores the critical nature of
maintaining an inquiry stance both individually and collaboratively with colleagues. The intent is that
students of the program see themselves as active, inquiring professionals continually refining planning,
instruction, and assessment based on data in pursuit of greater precision and personalization for
learners. The ongoing cycle of reflective inquiry includes questioning, observing, consulting other data
sources, reflecting, interpreting, and intervening instructionally or through assessment.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• How to access, interpret, evaluate and use educational research literature as well as large and small
scale assessment data to make informed decisions about its usefulness in a particular context
• Collection and use of data in conjunction with other information and knowledge to make
instructional decisions to facilitate learning
• Knowledge of and capacities to engage in the iterative process of inquiry to facilitate
student learning.
• Capacities to collaborate with other colleagues around shared questions and areas of interest,
looking at evidence and research, theory or other bodies of knowledge in order to make precise,
personalized pedagogical decisions and determine next steps.
There are a variety of ways of demonstrating that students have had the opportunity to acquire
knowledge and skills related to this element, some of which may include examples similar to
the following:
• Article review, incuding implications for classroom teaching
• Action inquiry report
• Case study requiring application of assessment data
• Use of research and large and small scale data in assignments. For example, use of EQAO
mathematics results to plan mathematics unit.
8 ONTARIO COLLEGE OF TEACHERSInquiry-based Research, Data and Assessment to Address
Student Learning
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education includes how to use inquiry-based research, data and assessment and the
selection and use of current instructional strategies to address student learning styles (Regulation
347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge).
The inclusion of content regarding inquiry-based research, data collection and assessment is intended
to highlight for students of a program of professional education that they learn from, with and about
their students and how most effectively to facilitate learning. This inclusion underscores the critical
nature of maintaining an inquiry stance both individually and collaboratively with colleagues. The
intent is that students of the program see themselves as active, inquiring professionals continually
refining planning, instruction and assessment based on data in pursuit of greater precision and
personalization for learners. The cycle of reflective inquiry includes questioning, observing, consulting
other data sources, collecting data, reflecting, interpreting, intervening instructionally or in assessment.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• Their role as teacher inquirers seeking further understanding of their students and their own
practice to enhance student learning
• The importance of teachers taking “an assessment for learning and as learning approach” to their
own professional learning as models and capacities to undertake reflection
• Understanding of the wide range of sources of data (behaviours, written work and other products,
conversations, oral communication and presentations) and how to collect and analyze these data
• Understanding of the student as the focus and source of information to inform planning
and assessment.
There are a variety of ways of demonstrating that students have had the opportunity to acquire
knowledge and skills related to this element, some of which may include examples similar to
the following:
• Article review, including implications for classroom teaching
• Action inquiry report
• Simulation requiring application of assessment data. For example, Simulated Professional Learning
Community using observational data regarding computation of fractions to plan greater precision
and personalization of instruction
• Practicum reflection on action inquiry initiative occurring in the school
• Lesson and unit plans that demonstrate the use of observation and other student data to inform
instruction.
ACCREDITATION RESOURCE GUIDE 9Use of Technology as a Teaching and Learning Tool
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education includes how to use technology as a teaching tool (Regulation 347/02, Schedule
1, Pedagogical and Instructional Strategies Knowledge).
The inclusion of content regarding use of technology for teaching and learning is grounded in the
context of understanding of pedagogy. It is intended to emphasize the pedagogical role that technology
can play in instruction and particularly to engage all learners within an understanding of pedagogy.
Effective teaching with technology requires an understanding of how to represent concepts and content
using technologies, knowledge of what makes some concepts and content difficult and how technology
can help facilitate and enhance learning including the use of adaptive and assistive technologies, as
well as strategies for assessing and evaluating student learning. It is intended to prepare teachers for
ongoing learning about technology and digital tools and incorporation of new tools in an authentic,
ethical, responsible and innovative manner in multiple subject areas and settings.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• The intersection of technology, pedagogy and content knowledge for instruction, assessment,
creation, collaboration, and communication
• Locating and evaluating technology resources and tools for different purposes and to model critical
viewing, representing, and thinking for students
• Ensuring and modeling safe, ethical, healthy, and responsible use of technology and digital social
media tools
• Using technology to enhance differentiation, collaborative learning, and construction and
mobilization of knowledge as well as to encourage innovation, intellectual curiosity, and creativity
• The understanding of students as knowledge creators and the role of technology in supporting this.
There are a variety of ways of demonstrating that students have had the opportunity to acquire
knowledge and skills related to this element, some of which may include examples similar to the
following:
• Lesson Plans that include student use of technologies, including assistive and adaptive technologies
• Digital artifacts produced by pre-service teachers and their students
• Course outlines demonstrating digital strategies and tools used in courses
• (e)Portfolios
• Practicum reflection on the effectiveness of digital technology in supporting students with
special needs
• Reflection on the use of Interactive Whiteboard (IWB) tools in learning
• Unit plans that demonstrate student use of technology to make connections to the real world.
10 ONTARIO COLLEGE OF TEACHERSTheories of Learning and Teaching and
Differentiated Instruction
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education provides a student of a program of professional education with knowledge and
understanding of how to use learning and teaching theories and methods and differentiated instruction
(Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge).
The inclusion of content regarding theories of learning and teaching and differentiated instruction is
intended to ensure that all students of a professional program of education have a solid understanding
of the research-based, evidence-informed pedagogy and the theoretical and empirical foundations for
these practices, including cognitive science, developmental psychology, language development, socio-
cultural theories and sociology, it is intended to facilitate the connections between how people learn
and teaching methods and to build understanding of the unique learning approaches of individual
students as well as the need to develop personalized and precise instruction for all based upon these
bodies of knowledge and pedagogy. It is also intended that students of professional education programs
use these theories and practices to build their professional knowledge and identity and develop a strong
foundation for professional judgement and making informed decisions regarding practices for students
individually and collectively.
The initial teacher education program will enable students to acquire knowledge and skills pertaining to
the following:
• Various learning theories and research-based concepts and their related pedagogical practices in
developing pedagogy, instruction and assessment for individual students, groups and classes
• Elements and practices of differentiated instruction to support the learning of all students
• The student as the focus and source of information to inform planning and assessment
• Learners have different capabilities and different preferences for certain learning modes and strategies
• The roles of self-awareness and meta-cognition in supporting student self-regulation.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
and skills related to this element, some of which may include examples similar to the following:
• Course outlines that reference learning theories, research-based concepts and related pedagogical
practices
• Assignments that reflect explicit application or reflection of learning theories
• Lesson and unit plans that reflect application of learning theories in specific subject areas, such as
mathematics
• Practicum reflections on the implementation of research-based, evidence-informed lesson and/or unit plans
• Case studies of differentiated instruction, including for First Nation Métis and Inuit students
• Reflection on a practice-based experience of differentiating instruction for students with special needs.
ACCREDITATION RESOURCE GUIDE 11Classroom Management and Organization
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of professional
education includes a focus on the development of classroom management and organization skills
(Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge).
The inclusion of classroom management and organization is intended to ensure that students of a
program of professional education understand their role in creating and sustaining an engaging,
inclusive, safe and equitable learning environment for students. It is intended to assist them to see
the ways in which setting a motivating, effective and involving program for students builds feelings
of success, productivity and growth, minimizes behavioural concerns and optimizes learning for all
students. Understanding the methodologies and developing professional judgement regarding proactive
and responsive approaches to establishing classroom norms and operations and addressing conduct
concerns that may arise are also part of the intention. Understandings of ways to build positive, trusting
relationships and promote community, collaborative culture and positive classroom climate which
supports individual and collective growth are also key.
The initial teacher education program will enable students to acquire knowledge and skills pertaining to
the following:
• Methods for creating inclusive, productive learning communities with meaningful, relevant and
culturally responsive lessons and instructional approaches that engage learners
• A repertoire of techniques for structuring the classroom environment for optimal learning for all
students in many different learning arrangements and designs — for example, individual, small
group and whole class experiences
• Methods to allow students to see themselves in the curriculum through their backgrounds,
experiences and knowledge in culturally relevant and responsive ways, including those that reflect
traditional First Nation, Métis and Inuit ways of being and knowing
• Capacities to draw upon a range of strategies for preventing and addressing off-task behaviour,
including the use of student information to plan learning that builds on student assets and interests to
meet learning needs.
There are a variety of ways of demonstrating that students have had the opportunity to acquire
knowledge and skills related to this element, some of which may include examples similar to
the following:
• Course outlines / assignments that explicitly involve considerations of diverse populations
• Classroom management plan incorporating specific methods to build and maintain authentic,
respectful connections between students and create a positive classroom community
• Lesson or unit plan acknowledging specific classroom management considerations
• Reflection of capacity to optimize learning time and draw upon a broad range of practices to
espond to and restore positive behaviour, encourage self-regulation and community responsibility
12 ONTARIO COLLEGE OF TEACHERS• Modeling the use of strategies to differentiate, provide modifications and/or alternate
accommodations, and ensure engagement and appropriate assessment of student learning as
outlined in current policy and support documents
• Reflection on effective classroom management strategies used during teaching placement
• Reflection on effectiveness of use of culturally relevant practices in building a positive learning
environment during practicum.
ACCREDITATION RESOURCE GUIDE 13Child and Adolescent Development and
Student Transitions
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education provides a student of a program of professional education with knowledge of:
• child and adolescent development and student transitions to age 21 and through kindergarten to
grade 12 (Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge)
• how to prepare students for learning transitions in a variety of settings and transitions to high
school, college, university, apprenticeship and the workforce (Regulation 347/02, Schedule 1,
Teaching Context Knowledge).
The inclusion of content regarding child and adolescent development is intended to ensure that
teacher candidates begin to develop an understanding of the trajectory of typically developing children
and youth. This can, in turn, assist with understanding less typical development and aid in recognition
of students who might be struggling. It is intended that teacher candidates become familiar with the
large body of research that informs an understanding of how students learn, including developmental
psychology, health and neuroscience and cognitive psychology, as well as the socio-cultural contexts
in which learning takes place. The opportunity to consider child and adolescent development from
multiple perspectives will inform the types of interactions, environments, experiences, and practices
with which teacher candidates will engage in their classrooms. Teacher candidates will consider how
best to connect a growing understanding of typical and atypical child and adolescent development to
student transitions.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• Theories of human development and the interconnected physical, social, emotional, communication/
language, and cognitive domains
• First Nation, Métis and Inuit understandings about human development including a focus on the
interconnections and relationships between spirit, emotions, intellect and body as well as the
understanding of growth through connectedness
• Theories regarding development and learning and their uses and limitations in developing
pedagogy, instruction, and assessment for individual students
• Transitions from elementary to secondary school, from secondary school to the next appropriate
pathway, and ways in which to support students through these changes, particularly students with
special education needs
• Student progress along their individual growth continuum from K- 12, including transitions — such
as school entry, change from one activity, setting, classroom or grade change, or school moves —
and practices that support these changes, including students with special education needs
• The teacher’s role in identifying promising practices for use with individual students to support
successful orientation in secondary school and into the world of work and further learning.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
14 ONTARIO COLLEGE OF TEACHERSand skills related to this element, some of which may include examples similar to the following:
• Lesson plans/course outlines/readings which incorporate information and/or strategies pertaining
to programs and policy documents such as the following: Student Success / Learning to 18 Initiatives;
Specialist High Skills Majors; or credit recovery, Ontario Youth Apprenticeship Programs
• Assignments/evaluations/reflections that highlight the selection and utilization of instructional and
assessment practices commensurate with an understanding of development and learning — for
example, distributed practice, collaborative learning, problem solving
• Lesson plans/assignments/ that include practices such as questioning, problem-based learning or
simulations, for example, that can facilitate learning
• Unit plans that involve experiential learning, ceremony, ritual and other First Nation, Métis and
Inuit ways of living and learning
• Use of case studies involving transition plans and Individual Education Plans (IEPs)
• Reflection on practicum and/or life experience related to issues involving human development or
student transitions.
ACCREDITATION RESOURCE GUIDE 15Student Observation, Assessment and Evaluation
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of professional
education includes how to use current strategies relating to student observation, assessment and
evaluation (Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge).
The inclusion of content including observation, assessment and evaluation is intended to highlight the
importance of a student-centred approach to teaching and learning and that it is key to focus upon students
as sources of data for programming, instruction and assessment. Observation is the ongoing process of
paying attention to students’ behaviour, emotional state, interests, patterns of development, engagement
and progress in order to foster student development. The importance of pedagogy that centres on providing
environments and experiences that build on students’ background, knowledge and inquiry is emphasized.
All domains of development and learning can be observed: cognitive, communicative, physical, social, and
emotional. The key intent of this section is to emphasize the use of ongoing observation, documentation
and assessment for the learning of students and teachers, and to highlight the critical role of assessment
as data gathering from a wide variety of sources in order to plan, interpret evidence, and appraise
achievement. The role of assessment in improving student learning and the various purposes of assessment
for, as and of learning are key to ensuring student success.
The initial teacher education program will enable students to acquire knowledge and skills pertaining to
the following:
• Gathering data by observing students individually, in interaction with the learning environment,
learning materials and each other;
• Use of various sources of student data to make instructional decisions to facilitate learning — for
example: behaviours, written work and other products, conversations, oral communication and
presentations, and peer and self-assessment
• Use of strategies and tools in assessment for learning and as learning, and the relationship of
assessment to setting learning goals, developing success criteria, establishing feedback mechanisms, and
interpreting evidence of learning.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
and skills related to this element, some of which may include examples similar to the following:
• Course outlines and assignments that involve student observation
• Student assignments incorporating the use of observational data to create differentiated learning
opportunities for their students
• Practicum protocols that include intentional observation, assessment and evaluation requirements
during practicum experiences
• Course outline that includes keywords: student observation, assessment, evaluation with reference to
ministry documents
• Practicum lesson and unit plans that are explicitly informed by observational and assessment data of students
• Reflection on differentiated assessment used in practicum to meet the learning needs of
individual students.
16 ONTARIO COLLEGE OF TEACHERSSupporting English Language Learners
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education provides a student of a program of professional education with knowledge
and understanding of how to teach students whose first language is not the language of instruction,
whether English or French. (Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies
Knowledge)
The inclusion of English Language Learners is intended to ensure that students of programs of
professional education have opportunities to learn about their role in supporting the diverse learning
needs of students who are coming to English as a new language. It is intended to support their
development of a pedagogical approach and a repertoire of instructional and assessment strategies to
utilize to engage all learners and support their language development at whatever stage to assist them
to build the knowledge and skills for a diversity of learners (i.e., programming, instructional practices,
the larger context of policies, terms and processes) in order to plan for personalized, precise assessment
and instructional practices for all students. Understanding of the principles of an asset-based approach
and teaching strategies are needed to plan for, differentiate, and personalize learning and assessment
for individual students. The intention is that graduates are able to work with all students, using student
strengths and interests to promote their learning and development. Capacities to work with families
and other professionals in support of students are also needed. The intention of this section is to create
teachers who can seek information from and about students collaboratively in order to develop many
different teaching approaches to support them.
The initial teacher education program will enable candidates to acquire knowledge and skills pertaining
to the following:
• An asset-based approach to supporting culturally and linguistically diverse students acquiring
English as another language
• English as a Second Language and English Language Development programs and models
of support
• Classroom environments that reflect, engage, and celebrate the cultural and linguistic diversity of
all students
• Use of digital resources in supporting English language learners enabling them to become
autonomous learners
• Effective communication with parents / caregivers of students who are culturally and
linguistically diverse.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
and skills related to this element, some of which may include examples similar to the following:
• Lesson and unit plans that reflect differentiation for students who are culturally and
linguistically diverse
• Case study involving a team-based approach to programming for a student who is culturally and
linguistically diverse
• Experiential learning situation such as a team simulation involving a recent newcomer family
ACCREDITATION RESOURCE GUIDE 17• Practicum reflection on the effectiveness of a specific instructional or assessment strategy for a
student who is an English language learner
• Practicum reflection on the effectiveness of digital resources to support specific learning goals of a
student who is an English language learner
• Modeling by instructors of specific ways to celebrate the cultural and linguistic diversity of all
students.
18 ONTARIO COLLEGE OF TEACHERSSupporting French Language Learners
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of professional
education provides a student of a program of professional education with knowledge and understanding
of how to teach students whose first language is not the language of instruction, whether English or
French. (Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge)
The inclusion of content including supporting French language learners is intended to ensure that students
of programs of professional education have opportunities to learn about their role in supporting the diverse
learning needs of students who are coming to French as a new language. It is intended to support the
development of a pedagogical approach, inclusive of a repertoire of instructional and assessment strategies
to engage and support language development in order to plan for personalized, precise assessment and
instructional practices for all students. It is also intended to develop knowledge and skills related to acquisition
of both French language and French culture. Key to this section is an understanding of the diversity of the
Francophone minority community, the concepts involved in the development of second-language instruction
and learning, and the principles of an asset-based approach to language acquisition. The intention is that
graduates are able to plan for, differentiate, and personalize learning and assessment for a wide range of
individual students.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• The value, elements, sensitivities and challenges of life-long language learning in minority contexts,
including linguistic insecurity, interdependence of language and culture, varieties of French languages
repertoires, authentic oral and written communication, listening and speaking
• An asset-based approach to supporting culturally and linguistically diverse students acquiring French
as another language
• The role of the teaching staff of a French-language school in a minority language community
• Teaching and learning strategies in a minority situation, including the foundations of a cultural
approach to teaching
• Use of digital resources in supporting both French language learners and newcomer students and
enabling them to become autonomous learners.
There are a variety of ways of demonstrating that candidates have had the opportunity to acquire
knowledge and skills related to this element, some of which may include examples similar to the following:
• Assignment to compile a personal bank of French language resources that are pertinent to the
candidate’s future teaching
• Assignment regarding differentiation of an established unit plan to address the different language
learning needs of the students in their classroom
• Team simulation such as programming for the case study of a newcomer student who has had little
formal schooling due to civil strife in their home country
• Modeling by instructors of specific ways to celebrate the cultural and linguistic diversity of all students
• Practicum reflection on the effectiveness of a specific instructional or assessment strategy for a
student who is a French language learner.
ACCREDITATION RESOURCE GUIDE 19Pedagogy, Assessment and Evaluation for Specific
Curriculum Areas
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education includes pedagogy and the assessment and evaluation of learning in the relevant
areas of study in relation to specific curriculum subjects (Regulation 347/02, Schedule 1, Pedagogical
and Instructional Strategies Knowledge).
The inclusion of content regarding pedagogy, assessment and evaluation for specific subjects is intended
to assist students of a program of professional education to recognize and develop pedagogical knowledge
and instructional and assessment skills in areas for which they are qualified. As examples these would
include discipline-oriented skills such as problem-solving in mathematics, disciplinary thinking in content
in social studies or Canada and World Studies and analyzing text in language. It is intended to assist
students of the program to understand content, achievement and performance standards, discipline-
specific aspects of knowledge and understanding, thinking, application, and communication. Key aspects
of this section are the elements of planning, processing, and creative and critical thinking skills that are
specifically related to disciplinary thinking and approaches.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• Central concepts, knowledge, skills and processes associated with particular subject areas
• Fundamental principles of effective assessment and how they relate to effective planning and
instruction in particular subject areas
• The standards related to thinking, planning, processing, communicating and application of learning
in particular subject areas
• Ways to differentiate content, process and product in particular subject areas
• Ways to address students’ common misunderstandings or skills needs in particular subject areas
• The understanding that every teacher has a responsibility to teach literacy and numeracy
throughout all grades and subject disciplines
• Ways to integrate literacy and numeracy in subject area learning
• Strategies for incorporating First Nation, Métis and Inuit pedagogies in particular subject area teaching
• The ways in which the instructional goals, content understanding, and skills in one subject area
connect with others to allow inter-disciplinary planning and instruction.
Students in a program of professional education will be provided with a variety of experiences enabling
them to acquire knowledge and skills related to this element, which may include examples such as:
• Reflection of pedagogical knowledge, assessment and evaluation in course syllabi
• Use of content and performance standards found in the achievement chart categories for the
various subjects in student lesson and unit plans
20 ONTARIO COLLEGE OF TEACHERS• Modeling by instructors of the use of digital tools and resources in their subject areas
• Modeling of First Nation, Métis and Inuit learning methods such as storytelling, presence of Elders/
senators or cultural resource people as guest speakers, or use of discussion circles
• Evidence in lesson and unit plans of students connecting subject area skills and knowledge with
real-life situations
• Evidence in lesson and unit plans of using students’ interests to engage them in the subject matter.
Practicum reflection on the use of assessment as and for learning in the subject area.
ACCREDITATION RESOURCE GUIDE 21Special Education
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education includes the policies, assessments and practices involved in responding to the
needs and strengths of all students, including students identified as requiring special education supports
(Regulation 347/02, Schedule 1, Pedagogical and Instructional Strategies Knowledge).
The inclusion of special education is intended to ensure that candidates have knowledge and skills for a diverse
range of learners (i.e., programming, instructional practices, the larger context of policies, terms and processes)
and in order to plan for personalized, precise assessment and instructional practices for all students as teachers
enter the profession. Understanding of the principles of a strength-based approach, the principles of Universal
Design for Learning, and teaching strategies for differentiation, accommodation and modification are needed
to plan for, differentiate and personalize learning and assessment for each student. The intention is that
candidates are able to work with all students, using student strengths and addressing their learning needs to
promote their learning and development. Capacities to work with families and other professionals in support
of students are also needed. The intention of this section is to create teachers who can seek information from
and about students collaboratively in order to develop many different teaching approaches to support them.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• An asset-based approach (that is, focusing on student strengths and interests to address learning
needs and a belief that all students can learn, that success builds a sense of efficacy and that
teachers create the conditions for success)
• Multiple and complex causes of behavioural concerns and practices to address them
• The larger context of special education, including Individual Education Plans (IEPs),
the Identification, Placement and Review Committee process, exceptionalities, accommodations/
modifications, alternative programming and reporting (for example, alternate report card,
transitions, and how to differentiate)
• Learning exceptionalities, initial strategies to try, and the roles of external professionals
• The uses of assistive and adaptive technologies in support of student learning
• First Nation, Métis and Inuit ways of thinking about the kinds of differences associated with special
education needs.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
and skills related to this element, some of which may include examples similar to the following:
• Modeling of differentiation in assessments and assignments in classes
• Use of case studies and IEPs to create particularized goals, instructional plans and transition plans
• Reflections on practicum and life experience in relation to issues in special education, e.g. use of
Applied Behavioural Analysis
• Assignments which require assessment of strengths and learning needs, responsive planning and
personalized instruction for a student with a learning challenge, such as Fetal Alcohol Spectrum Disorder
22 ONTARIO COLLEGE OF TEACHERS• Use of current policy documents and regulation that address special education needs
• Use of a range of instructional supports, such as assistive and adaptive technology
• Use of a range of instructional strategies, such as differentiated instruction and Universal Design
for Learning.
ACCREDITATION RESOURCE GUIDE 23Mental Health, Addictions and Well-Being
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of professional education
provides a student of a program of professional education with knowledge and understanding of child, youth and
parental mental health issues relevant to the elementary and secondary school environment in Ontario.
The inclusion of mental health and well-being is intended to ensure that students of a professional education program
have knowledge and skills to address the strengths and needs of a diversity of learners and in order to plan
for the personalized, precise assessment and instructional practices for all students. In particular, it is intended
to help candidates see the relationship among mental health, well-being and achievement and view student well-being
as inclusive of physical, cognitive/mental, social and emotional well-being. It is intended to help them understand their
role in universal health promotion as well as identifying students who require more intensive intervention and the
process students and their families use to access supports. Understanding of the principles of an asset-based approach
and the importance of student well-being are key. The intention is that graduates are able to work with all students,
families, and related professionals to identify individual student strengths in order to address their learning needs.
The initial teacher education program will enable students to acquire knowledge and skills pertaining to
the following:
• All students can benefit from building capacities to manage stress, building healthy relationships and
self-reflection
• Their role in assisting students to develop skills that can improve their resilience, social/emotional well-being and
mental wellness by providing a safe, supportive, inclusive and engaging classroom environment for all students
• Their role in recognizing when a student may be experiencing distress and helping the student and
family to access appropriate support
• Identifying when stigma is occurring and reducing stigma, promoting positive mental health, and
building student social emotional learning skills
• Using an asset-based approach for all students and their families.
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge and
skills related to this element, some of which may include examples similar to the following:
• A comprehensive classroom management plan that includes building a safe, healthy and inclusive
classroom and learning environment, with consideration of diverse populations including First Nation,
Métis, and Inuit, and facilitating development of social and collaborative skills and other learning skills
• An assignment (before or during practicum) that outlines the process for supporting individual students
• Use of case studies and practicum and life experience
• Evidence of topic in course outlines and assignments
• Reflection on practicum experiences and outcomes in relation to student well-being including issues
such as mental health and addictions
• Seminars, web-based resources, speakers regarding systemic practices in health promotion involving
students and their families.
24 ONTARIO COLLEGE OF TEACHERSEducation Law and Standards of Practice
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education provides a student of a program of professional education with knowledge of:
• Ontario education law and related legislation, occupational health and safety legislation and
legislation governing the regulation of the teaching profession in Ontario and the professional
obligations of members of the College (Regulation 347/02, Schedule 1, Teaching Context Knowledge)
• The College’s “Standards of Practice for the Teaching Profession” and “Ethical Standards for the
Teaching Profession” (Regulation 347/02, Schedule 1, Teaching Context Knowledge)
The inclusion of knowledge of education law is to ensure that teacher candidates understand their
professional role, their duties, their legal and ethical responsibilities and the laws and regulations and
policies which govern their conduct, professional relationships, legal obligations to students, families,
colleagues and communities and their role in promoting and maintaining a safe, positive, healthy school
environment. The role of the teacher in promoting respectful behaviour and dealing with inappropriate
behaviour within the broader framework of legislation and policy is important as is understanding
professional conduct and the standard to which teachers are held at all times.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• The professional, ethical, and legal responsibilities of teachers (for example: Education Act, Ontario
College of Teachers Act, Standards of Practice and Ethical Standards, professional advisories, in loco
parentis, Ontario Human Rights Code, Teaching Profession Act, Ministry Policies, and Child and
Family Services Act.)
• The teacher’s role and responsibilities in ensuring safe schools (for example, via the Education Act,
Ontario Schools Code of Conduct, and criminal law and the Accepting Schools Act, among others)
• The teacher’s duty to report, as outlined in the Education Act, the Ontario College of Teachers Act,
and the Child and Family Services Act
• That a teacher’s duty of care — including avoiding negligence — also entails being a role model
(appropriate on-duty and off-duty conduct, for example).
There are a variety of ways of demonstrating that students have had the opportunity to acquire knowledge
and skills related to this element, some of which may include examples similar to the following:
• Legal case studies
• Reflections from practice regarding the promotion of respectful behaviour
• Course assignment regarding the development of a field trip itinerary that includes consideration of
legal obligations and professional responsibilities
• (e)Portfolio
• Examination of specific board policies and practices in regard to hiring
• Law tests/examinations.
ACCREDITATION RESOURCE GUIDE 25Professional Relationships with Colleagues
Regulation 347/02, Accreditation of Teacher Education Programs, requires that a program of
professional education includes how to create and maintain the various types of professional
relationships between and among members of the College, students, parents, the community, school
staff and members of other professions (Regulation 347/02, Schedule 1, The Teaching Context
Knowledge).
The inclusion of content regarding professional relationships with colleagues is intended to assist
candidates to understand the roles of other teaching staff and the various professional colleagues,
such as Early Childhood Educators, Educational Assistants, Child and Youth Workers, Psychologists,
Social Workers, Community Agency and Community Support professionals, and methods for working
effectively with these colleagues in support of student learning. The intent is to identify effective
behaviours, practices and approaches to working in a collaborative environment with multiple teams to
support student well-being and learning.
The initial teacher education program will enable students to acquire knowledge and skills pertaining
to the following:
• The standards of practice in relation to professional conduct, collaboration, communication, and
relationships with colleagues and other stakeholders
• The roles and responsibilities of professionals who interact with the school system
• Building a positive and inclusive school climate under a “whole schools approach”
• Recognition of supports and resources to be accessed and sensitivity regarding when these
resources should be sought, in development of individual educational plans or interventions for
students, assessment, evaluation and differentiation of instruction and program.
There are a variety of ways of demonstrating that students have had the opportunity to acquire
knowledge and skills related to this element, some of which may include examples similar to
the following:
• Use of case studies and team simulations
• Reflection on practicum and life experience regarding team approaches to support student well-
being and learning
• Legal case studies that explore interaction with colleagues in situations dealing with a teacher’s
duty to report
• Evidence of topic in course outlines and assignments.
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